LESSON PLAN

(revised FA14)

Teacher: Sage Harrison

Grade: 11-12

Date:

1. Learning Outcome/Behavioral Objectives: Students will demonstrate an

understanding of the musical textures of Medieval Music through classroom
discussion. Students will be able to identify musical textures
(polyphonic/monophonic) using musical examples. Students will be able to
identify the 4 types of contrapuntal motion (worksheet). Students will compose a
16-bar melody over a drone in their chosen mode (Aeolian, Ionian or Dorian).
2. Required Prior Knowledge and Skills: Understanding of basic tonal harmony,
ability to read music quickly and accurately, knowledge of notation and ability to
use notation software, basic keyboarding skills.
3. Anticipated needs: Students may have difficulty utilizing the 4 types of
contrapuntal motion, this will be reviewed many times over the course of the unit.
4. Standards and Frameworks
5. National Standards
Creating: AS1 Imagine AS2 Plan, Make AS3 Evaluate, Refine, Present
Performing: AS4 Select, Analyze, Interpret AS5 Rehearse, Evaluate, Refine
AS6 Present
Responding: AS7 Select, Analyze AS8 Interpret AS9 Evaluate
Connecting: AS10 Synthesize, Relate AS11 Relate for deeper understanding
State Frameworks Singing Reading and notation Playing Instruments
Improvisation and composition Critical response
Purposes and meaning in the arts Role of artists in communities
Concepts of style, stylistic influence and stylistic change
Inventions technologies and the arts Interdisciplinary connections
6. Assessment: The teacher will take note of students participation during
classroom discussion (ie. who contributes and who does not) and try to include
everyone. The teacher will grade the worksheet on contrapuntal motion. Students
compositions will be evaluated based on the rubric below.
7. Materials, Repertoire, Equipment needed: large staff (possibly on the white
board) to write rhythmic notation, projector, computer, Power Point presentation,
recordings of musical examples (embedded in the Power Point), computer
notation software, half classroom set of keyboards
8. Accommodations:

a. Teacher should always be sure to speak clearly and face students while
talking/giving instructions. This will help ELL students as well as
students who are hard of hearing.
9. Lesson Sequence: (Note, this lesson plan is designed for a double-block class, or
about 80 minutesin a single-block class, include only activities a through d)
a. Activity: Activator/Warm Up
Well start with a discussion on Medieval Music. What do you know about
Medieval Music? Have you ever heard Gregorian chant? How do you think it is
written? <5mins
b. Activity: Introduction
Teacher will present the Power Point on Medieval Music and play the musical
examples. Estimated Time: 15 mins
c. Activity: Monophony vs. polyphony
Short discussion on monophony vs. polyphony.Write characteristics of each
on the board. How do write monophonic music? How about we start by
giving it a try?
Estimated Time: 3 mins
d. Activity: Composition
Pt1) Write an 8 bar monophonic composition as a class. Choose a mode, and
identify its characteristic note i.e. Dorians characteristic note is the natural 6,
but we need to remember that it is a minor mode, and therefore we have to
include the minor 3rd as well. Lets hear the Dorian scale so you have it in
your ear. Sarah, would you like to write or sing some solfege for the first bar
of the composition? Revision: What would we like to change about these 8
bars? Remember, its okay in monophonic music to use trills and turns, this
can help add to a spot where you think the melody is lacking. Trills are written
like this, and they sound they *this. We heard this in the musical examples we
just listened to. 10 mins
Pt2) Divide students into pairs to work on their composition. Students should
choose a mode (either Dorian, Ionian, or Aeolian) and write a 16-bar melody
over a drone on do. Emphasize that the mode of the melody should be clear
through use of the characteristic note. Students should notate their
compositions using the computer notation software. Students may use the
keyboards to write their compositions or solfege. 15-20 mins
*If everyone finishes their compositions in 20 mins or less, we will have time
to present. If not, finishing the composition will be homework and we will
present next class.
e. Activity: Intro to Polyphony
Discuss the 4 types of contrapuntal motion. Give examples aurally and with
notation. Relate contrapuntal motion to composition. A triad is composed of
three notes, but what if you only have 2 voices? Here are some ways that you
can use contrapuntal motion to maintain the integrity of each chord: 15mins

f. Activity: Worksheet
Students will complete the worksheet below. 5 mins
g. Activity: Summarizer/Foreshadowing:
Next time well be writing a polyphonic composition using only two voices.
<5mins
10. Assignments: Review the 4 types of contrapuntal motion, youll need to use each
of them in your composition next week. If you didnt finish your monophonic
composition, use your solfege or a piano to finish it at home. You may notate by
hand, but be ready to present first things next class.
11. Contingency plan: If theres time, have the class experiment with writing a 2part contrapuntal melody. Choose 4 chords as a class and see if we can voice lead
the two voices using the 4 types of contrapuntal motion to maintain the chord
qualities.
12. Evaluation/Diagnosis/Remediation:
Rubric (for evaluation of students compositions):
Notation
Bass and melody

1
Notation was not
created or is
incomplete
1 or both of the
parts is not present

Participation

Student did not

participate in the
composition

Contrapuntal
Motion (N/A for
this composition,
will use for next
time)

Student used only

1 type of
contrapuntal
motion correctly

Name: _______________

2
Notation was
created, but with
many errors
Parts make some
musical sense, but
contain many
errors that would
be apparent to the
ear
Student only
participated 1
aspect of the
composition
(composed but did
not take part in the
notation)
Only 2 types of
contrapuntal
motion were used
correctly

3
Notation is mostly
accurate, but with
some errors
The two parts
make musical
sense, but the
melody does not
make the mode of
the piece clear
Student
participated
sometimes, but
wasted time by not
being on task

4
Notation is
complete and
accurate
Parts make musical
sense and the
mode of the
melody is clear.

Only 3 types of
contrapuntal
motion were used
correctly

All 4 types of
contrapuntal
motion were used
correctly.

Student actively
participated during
each aspect of the
composition
process

Match the notation to the correct type of contrapuntal motion.

1.

a. Parallel Motion
2.

b. Oblique Motion
3.

c. Contrary Motion
4.

d. Similar Motion